Measurement and Dimensionality Issues in Teachers' Self-Efficacy: Integrative Variable and Person-Centered Approach in the United States

• In Event: Measurement of Motivation and Cognitive Constructs

Abstract

Adopting an integrative variable and person-centered, multidimensional perspective, this study examined a bifactorial representation of teachers’ self-efficacy data to reconcile conflicting psychometric representation of the construct. This study posit gender, teacher autonomy, teacher collaboration, student behavior stress, and disciplinary climate as predictors, teaching practices and needs for professional development as outcomes. Results revealed that this study (1) contributed to resolve dimensionality issues in the structural representation of teachers’ self-efficacy, (2) accounted for teachers being differentially efficacious across different domains, (3) accounted for generality and specificity, (4) investigated unobserved population heterogeneity, (5) found significant predictors, and (6) tests of the outcomes were found to have theoretically-informative differences. Implications of the results for teachers’ self-efficacy theory and practice are discussed.

Authors

• Ana Paula Santos Loures-Elias, University of Nevada - Las Vegas
  Presenting Author

• Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas
  Presenting Author

• Robert Levrant, University of Nevada - Las Vegas
  Presenting Author